【作者】 张瑾；

【导师】 程良宏；

【作者基本信息】 新疆师范大学 ， 课程与教学论， 2021， 硕士

【摘要】 义务教育质量的提升需要将研究的视角下沉到课堂教学实践中对学生生存状态的关注。在课堂教学中,学生沉默作为一种惯常存在的表现形态,对其予以关注、审视和理解并探讨其原因及改进的路径,是对国家提高义务教育教学质量、深化课堂教学改革质量的回应和探索,是深化教育改革实践的需要。本研究旨在从“理解”的方法论视角,通过观察法和访谈法对班级课堂教学中较为沉默的学生个体进行考察,从而发现在课堂教学中学生存在作为隐性参与的课堂沉默、作为自我保护的课堂沉默、作为逃避的课堂沉默和作为抗争的课堂沉默四种类型,因此从四种沉默类型出发,了解体认学生课堂沉默的现实表征,力求真实表现当下学生在课堂中的沉默样态。在对课堂教学中学生沉默的原因进行透视时,发现教师在课堂教学中的部分观念、能力和行为导致学生逐渐沉默,同辈群体的忽视、远离和排斥导致学生主动沉默,学生的学业、性格与家庭情况复杂导致他们日渐沉默。通过对学生在课堂中“隐形”现象的理解,为了促进学生在沉默中进行积极的课堂参与,教师应承认学生在课堂中作为隐性参与的课堂沉默存在,理解并引导自我保护型的沉默者敞开心门,引导逃避型的沉默者主动面对困难并提供协助,还要辩证看待抗争型的课堂沉默,做到因材施教、因人施策。最后,本研究试图将“理解”作为审视学生课堂沉默的一种新的方法论努力,也就是说对学生沉默的理解意味着无论是教师的专业成长还是对学生学习质量的提升以及教育理论的研究,在方法论层面都具有重要的价值,同时,作为方法论层面的努力,“理解”意味着无论是研究者还是教师都需要具备倾听品质。由此,本研究期望促进师生间相互理解,学生达至更好的课堂参与,构建和谐共生的师生关系,进而促进课堂教育教学质量的提高。更多还原

【Abstract】 The improvement of the quality of compulsory education needs to sink the research perspective to focus on students’ living conditions in classroom teaching practice.In classroom teaching,student silence is a habitually existing form of expression.Paying attention to,examining and understanding it,and exploring its reasons and ways of improvement are responses to the country’s improvement of the quality of compulsory education and deepening of the quality of classroom teaching reforms.Exploration is the need to deepen the practice of education reform.This research aims to investigate the silent students in classroom teaching from the perspective of "understanding" methodology,through observation and interview methods to find four types of classroom silence which are students have classroom silence as implicit participation,self-protection in classroom teaching,classroom silence as avoidance and classroom silence as resistance.Therefore,starting from the four types of silence,we understand and recognize the realistic representations of students’ classroom silence,and strive to truly express the current students’ silence in the classroom.In the perspective of the reasons for students’ silence in classroom teaching,it was found that some of the teachers’ concepts,abilities and behaviors in classroom teaching led to students’ gradual silence.The neglect,distance and rejection of peer groups led to students’ active silence.The students’ academic performance,personality,and the complexity of family caused them to become increasingly silent.Through the understanding of students’ “invisible” in the classroom,in order to promote students’ active classroom participation in silence,teachers should recognize the existence of students’ silent participation in the classroom as implicit participation in the classroom,and understand and guide self-protective silencers to be open.Teachers need to guide the avoidant silencer to actively face difficulties and provide assistance.Finally,we must treat the protesting silence in the classroom dialectically,so that we can teach students in accordance with their aptitude and implement policies.Finally,this research attempts to use “understanding” as a new methodological effort to examine students’ silence in class.That is to say,the understanding of students’ silence means whether it is the professional growth of teachers,the improvement of students’ learning quality,and the research of educational theories,it has important value at the methodological level.At the same time,as a methodological endeavor,"understanding" means that both researchers and teachers need to have the quality of listening.Therefore,this research hopes to promote mutual understanding between teachers and students that students achieve better classroom participation and build a harmonious and symbiotic relationship with teachers,aiming to promote the improvement of classroom education and teaching quality.更多还原